Improvisation as Disruptive Pedagogy: Challenging Hegemony in Music Education: International Society for Music Education (Music in Schools and Teacher Education Commission)

Pauline Black

Improvisation as Disruptive Pedagogy: Challenging Hegemony in Music Education: International Society for Music Education (Music in Schools and Teacher Education Commission)

Pauline Black

UHI Orkney

Research output: Contribution to conference › Paper › peer-review

Abstract

The implementation of and gradual changes to National Qualifications within Scotland’s Curriculum for Excellence (CfE) has meant that many secondary school teachers are anxious about assessment. There are resultant tensions between the performativity and creativity agendas found in schools and issues of teacher agency, freedom and control are prominent.

Original language	English
Publication status	Published - 23 Sept 2019

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https://www.isme.org/sites/default/files/documents/proceedings/Revised%20MISTEC%20proceedings%20with%20ISBN%20020819.pdfLicence: CC BY

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title = "Improvisation as Disruptive Pedagogy: Challenging Hegemony in Music Education: International Society for Music Education (Music in Schools and Teacher Education Commission)",

abstract = "The implementation of and gradual changes to National Qualifications within Scotland{\textquoteright}s Curriculum for Excellence (CfE) has meant that many secondary school teachers are anxious about assessment. There are resultant tensions between the performativity and creativity agendas found in schools and issues of teacher agency, freedom and control are prominent.",

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day = "23",

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N2 - The implementation of and gradual changes to National Qualifications within Scotland’s Curriculum for Excellence (CfE) has meant that many secondary school teachers are anxious about assessment. There are resultant tensions between the performativity and creativity agendas found in schools and issues of teacher agency, freedom and control are prominent.

AB - The implementation of and gradual changes to National Qualifications within Scotland’s Curriculum for Excellence (CfE) has meant that many secondary school teachers are anxious about assessment. There are resultant tensions between the performativity and creativity agendas found in schools and issues of teacher agency, freedom and control are prominent.

M3 - Paper

ER -

Improvisation as Disruptive Pedagogy: Challenging Hegemony in Music Education: International Society for Music Education (Music in Schools and Teacher Education Commission)

Abstract

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